It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

This article is aimed at understanding the revolutionary in meaning and “digital” in essence metamorphoses in education and the prospects for the emergence of a new educational network reality based on them. The focus of the discussion is not so much on digital innovations and transformations in education as such, but rather on the need to understand the possible prospects and results of these social network changes and modifications brought to life by the next stage of the digital revolution in education. It is proposed to include a wide range of network technologies and methodologies among the latest scientific and technological innovations taking into account the fact that the main focus of the work is on understanding the process / result of implementing the methodology of “digital twins” in education. Despite the fact that the latter is only at the beginning of its implementation in a broad educational context, the paper raises the question of the social consequences of implementing the methodology for constructing the latest network reality of “digital twins in education”, which has all the chances in the future to become a unique network of networks of “digital twins” of various social actors in education. The article discusses the managerial potential of developing and the difficulties of implementing the digital twin methodology, the expected effects of implementing the latter in education, and the socio-technological consequences of converting this technology into a new network educational reality in the Russian Federation.

There is an on-going debate in the literature on theoretical underpinnings of distance learning. Scholars consider different theoretical perspectives including but not limited to theory of independence and autonomy, theory of industrialization, and theory of interaction and communication through the lens of a traditional Learning Theory approach. There is a lack of discussion on a potential role of a newly emerging field of Learning Sciences in framing the theory of distance learning. Thus, in this paper we provide a theoretical analysis of the Learning Sciences as a new approach to understand distance learning in the era of Information and Communication Technology (ICT). Learning sciences is an interdisciplinary field that studies teaching and learning. This emerging innovative field includes but is not limited to multiple disciplines such as cognitive science, educational psychology, anthropology, computer science, to name a few. The Learning Sciences’ major objective is to understand and design effective learning environments, including distance learning, based on the latest findings about the processes involved in human learning.

The problem under investigation directly relates to a radically new social situation – the possibility to immediately get any information, which has drastically changed the process of education. This situation has superimposed some previous tendencies, particularly the simplification of tasks and diminishing of challenging conditions of education from the very beginning, which leads to diminishing the joy of learning and efforts to overcome difficulties. The trend towards early specialization plays the same role, because in reality it usually only leads to the exclusion of some subjects. Special attention is given to the distinction between information and knowledge. The crucial difference is between “obtaining knowledge” and “being informed”. Generally speaking, in the first case, a person has to construct an integrated picture of the fragment of reality with different links and relationships between parts of this picture. In the second case, the bits of information are added to something already known without endeavor to continue any further work to understand the subject on a deeper level. In relation to the process of comprehension, this means that in the first case we move from the surface level to the deeper one, while in the second case we are left on the surface level. Short-term memory is used instead of long-term memory. Also, the changed ratio between oral and written communication is analyzed. Due to the habitual practice of communication using electronic devices, the predominantly oral verbal dialogues are replaced with written ones. Therefore, the connection between actors of communication becomes 1) stretched and more muddled due to the mediation of written text, and 2) much narrower, because it lacks additional hints usual for oral communication. The integral result of such education expresses itself in a certain quality of personality that can be described as “the acquired dystrophy of the sense of incomprehension.” It has extremely significant negative consequences related to the formation of a free personality, for social life, and for genuine professional education.

The pandemic has forced universities to switch to e-Learning in force majeure mode. This served as a powerful impetus for the accelerated arming of universities with the resources that allow effective online and blended learning. In these conditions, it became possible to implement a learner-centered educational paradigm. However, this is hindered by the problem of the student’s lack of self-organization and self-motivation skills, as well as the lack of their ability to take responsibility for their own learning and development. This problem is gaining more and more theoretical and practical importance. The purpose of the work is to substantiate that courses such as self-management and time management contribute to the formation of competencies in the field of goal-setting, planning, self-organization, self-control and self-motivation, and therefore in the context of the implementation of learner-centered paradigm, they should serve as propaedeutics for е-Learning. For this purpose, the article provides a review of the content of the “Time Management” course in relation to the task of developing proactivity and the student’s ability to systematic and productive independent work.

The current agenda of Russian scientific policy pays much attention to measures aimed at supporting the mobility of scientific personnel (including young ones). The purpose of this study is to analyze how the experience of international mobility affects the objective and subjective indicators of employment of Russian Doctorate Holders, and to find out whether the experience of working or studying abroad always gives advantages when returning to the home country. The empirical base of the study is the data of the project “Monitoring survey of Highly Qualified R&D Personnel” (N=1742 for the year 2019). The obtained results show that the impact of the international mobility on the careers of Russian researchers is a complex phenomenon that is not limited to positive effects. A number of advantages can be received for the “non-mobile career”, when loyalty to the current organization is rewarded. Along with the implementation of mobility support programs, it is necessary to create an institutional environment in which researchers with experience in international mobility can maximize their professional potential and have a favorable environment for building a scientific career.

The problem of interaction between general education schools and higher education institutions is one of the most relevant for interdisciplinary research. For this reason, the purpose of the article is not only to evaluate the experience of University professors in modern schools, but also to consider one of the possible mechanisms for improving the intellectual culture of schoolchildren. Universities’ request for the intellectualism of their students cannot be dissociated from the mission of school. Therefore, the article analyzes some of the possibilities of professors working both at Universities and at schools at least five years, to improve the continuity between schools and universities. The professors’ experience of working as school teachers is considered both as a subjective factor (“the desire to feel young”) and as an objective one, aimed at working with gifted young people, with students who are ready to continue their studies at Universities in the future. The article used the method of online survey with the participation of 50 professors of the Russian classical universities. The main requirement for respondents was to combine the positions of school teacher and University professor for at least 5 years. 232 professors had such experience, but not all of them were able to take part in the study. The results of the study can be summarized in the following main provisions: 1) the professors evaluate their teaching experience as a positive not only from the perspective of one’s personal development, but also as a contribution to the development of educational strategies ensuring continuity between schools and universities or their constructive cooperation; 2) the participation of professors in school life significantly affects the quality of schooling, and contributes to the formation of the academic principle in the school environment; 3) the professors’ teaching experience is also important for universities (e.g., students).

The article presents a philosophical analysis of the history of the Faculty of Philosophy, starting with Peter the Great’s reforms and ending with its modern state. It is believed that the University of St. Petersburg was organized on the basis of a note by Leibniz to Peter the Great. In fact, there is no direct coincidence, since the university was built and developed in accordance with the capabilities and needs of the Russian Empire. Even at first, the first teachers were not Germans, but the so-called “Rusyns” (Leibniz also had Slavic roots). The example of the professors’ biographies revealed little-known pages of the history of Russian philosophy. Particular attention is paid to the search for a model of philosophical education in the post-revolutionary time. In accordance with the doctrine of the three constituent parts of Marxism, the emphasis was first placed on ideology and dialectic. Then philosophy was used in the struggle for “proletarian science.” In the 60s it gained relative independence, promoted the development of the theory of cognition, sociology and theory of values. The “golden age” of Russian philosophy began in the 90-s thanks to the talented workers of the Faculty of Philosophy, who published many original works that had a significant impact on the worldview of society. The accelerated development of scientific and educational activities has been made possible by adequate structural changes in the institutions of humanities education. The experience of its reforming is also useful in today’s environment.

The article presents a philosophical analysis of the humanitarian impact of educational reform due to the influence of new digital technologies. The post-industrial development of society has been characterized as a network society. Specifically, the revolution in media today defines the technological and substantive changes in the educational sector. Its modernization in the 1990s in Russia began through the discussion of the humanitarian mission of the classical university model. However, the process of globalization and the mobility of education demanded the alignment and unification of national educational programs. The Bologna Process was a response. It was implemented in Russia as a two-tiered system, although the society still needed specialists and engineers rather than bachelors and masters. The restructuring of the educational process to comply with international standards then led to the necessity of economic reform. Society needed educated specialists but could not support a large number of educational institutions with a sizable staff. In the manufacturing sector, automatization leads to a growth in workforce productivity whereas in education the traditional pedagogy is mainly practiced. Digital technologies have opened up new opportunities for the increased economic efficiency of centers of education. However, the faculty body, especially in the Humanities sphere, expressed strong criticism. The argument is that digital technologies do not solve pedagogic problems. While discussing the economic efficiency, the main, substantive issue of the meaning and purpose of education has been left aside. Hence the question of how an individual’s education can be embedded into the overall educational process continues to be of high relevance. Resorting to philosophy may be appropriate and reasonable inasmuch as it has accumulated a range of caring and self-preservation practices aimed at the development of social skills of an individuum. Philosophy can also provide an anthropological expertise of on-going reforms, identifying their social and cultural implications.

The authors proceed from the postulate that philosophical thinking is the highest form of human activity, integrating all other types of human activity as its elements. Hence, any occupation of a person can be understood in the authenticity of its content only in the horizon of philosophical thought. This is what the philosophical education of specialists should be focused on, regardless of the direction of their activities. The article analyzes the decisive role of philosophical thought in the formation of self-consciousness of bourgeois society. The authors argue that its success was predetermined by the development of new forms of communication that contributed to the discovery of a new dimension of human existence, involving new types of its development. The displacement of philosophy to the periphery of spiritual production indicates the extinction of creative initiative among the bourgeoisie. In conclusion, the authors turn to the experience of Soviet education as an attempt to further develop the civilizational narrative of European civilization, considering the reasons for its successes and failures. According to the authors, on the one hand, the presence of philosophy as a mandatory element of the higher education system in the USSR testified to the creative potential of the new civilizational initiative; on the other hand, this philosophy has not reached a sufficient degree of maturity to correspond to the level of Soviet society development.

Conflictology as an educational program aimed at training specialists in the field of conflict resolution includes not only theoretical aspects, it is focused on modern practice. This stems both from the interdisciplinary subject field of conflict management, which combines the fundamental and applied components, as well as the needs of the labor market and the students themselves. At the same time, being in the circle of social sciences and humanities, conflict management faces the traditional challenges for this industry, associated with the most relevant forms of organizing students’ practical work.
The article analyzes the unique experience of the clinical form of organizing the practice of students majoring in conflictology, which has been implemented at St. Petersburg State University for 10 years. The practice of students, organized in the form of a conflict consulting clinic, first of all solves the problem of adapting students to the conditions and requirements of the practical activity of a conflictologist. The authors focus on the issues of correlating the clinical form to the requirements of the newest educational standard. The main forms and stages of students’ work in the clinic are presented. The article describes the opportunities of students in acquiring the skills and abilities in conflict resolution, organizing and conducting the negotiation process, mastering conflict management strategies.
The authors conclude that the conflict consulting clinic is a complex pedagogical methodology that includes both in-class and out-of-class forms of student practical activity in working with real cases based on client requests and promoting mediation, as well as teacher supervision with rhythmically organized discussion and correction of students’ actions, which ensures due professionalism and quality services provided by students to external consumers.

In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.

Retaining its unifying function in creating academic texts, academic writing is undergoing various changes brought about by digitisation. The key trends are related to three aspects of academic writing: formal bibliometrics, principles of collaboration, and interaction with the readers. The first trend concerns the growing importance of identifiers, citation standards, key words and other metadata that underlie the creation of data bases allowing universities and scientific centres to take administrative and organizational decisions. Secondly, information technologies for collaborative writing stimulate the shift from individual authorship to the collective one and from thematic collaboration to the functional distribution of authorship. Finally, academic writing has adopted marketing strategies and instruments in communicating scientific knowledge to the audience. Digitisation has caused the emergence of postproduction in academic writing, i.e. applying Internet resources to enhance the reach of one’s academic papers. These trends require a revision of the approach to teaching academic writing and a more profound study of the new phenomena conditioned by the digital era.

The article analyzes in the conceptual aspect the innovative activity of higher school in Kazakhstan in the context of transition to the entrepreneurial university. The necessity of implementing the concept of the entrepreneurial university in the higher education system of Kazakhstan is shown in order to develop the knowledge economy and increase the efficiency of innovative activities. The article dwells on the risks and controversial situations associated with transformation of traditional universities into new generation universities. Recommendations are given on introducing a new generation university model as a system-forming factor in the development of higher education. The need for introducing entrepreneurial culture into the educational practice of higher school has been substantiated. The authors consider the prerequisites for the formation of entrepreneurial universities in the conditions of modernization of the Kazakhstani economy.